Abstract

This is a qualitative, historical case study in the area of international education using a policy process approach. The research explores the characteristics of policy formation and implementation which led to the creation, maintenance and expansion of the IB diploma and the IB Office (a private non-government organisation registered in Geneva); it covers events from 1920 to 1978.This research is guided by an assumption that the basic question of policy analysis is: who did what and why ? Existing policy process models are examined on a continuum from the rational to the political and a conceptual model is needed which accounts for human interaction without ignoring scientific reflection. This framework is a thee dimensional structure consisting of seven policy process stages, nine categories of actors and ten factors. Four stage of policy formation - problem definition, aggregation, agenda setting, policy decision - and three stages of policy implementation - design, administration, execution - are discussed. The following actors are identified: headmasters, teachers, parents, students, university staff, funding organisations, education officials. UNESCO. non-education professionals. Influential factors comprise technical analysis, family welfare, ideologies, self-interest and the following environmental context’s: economic, educational, social, political, technological and international diffusion. The social context comprises demography, culture, history and geography.The research seeks to show the interdependence of the three elements: the policy process stages, the actors, and the factors which influence the actors during one or more of the policy process stages. Data is obtained from published literature, unpublished documents, interviews, conversations.